Gender Gaps in Early Grades: Questioning Whether Schools Disadvantage Young Boys

This study examined the development of achievement differences by gender from kindergarten through fifth grade using data from almost 12 million U.S. students across nine kindergarten cohorts. Prior to the COVID-19 pandemic, girls entered school ahead in both subjects, but their math advantage has diminished over time. Boys consistently surpassed girls in math skills during elementary school, while girls maintained a steady lead in reading. These findings challenge assumptions about an early schooling disadvantage for boys and highlight persistent, subject-specific gender gaps. We argue for targeted instructional strategies to support boys’ reading development and counteract stereotypes that may hinder girls’ math achievement.